Workplace e-learning as a socially and culturally negotiated and perpetuated phenomenon remains uncommon, as does the availability of taxonomies that further analyze this idea critically, paradigmatically, and perspectivally. Socio-Cultural Impacts of Workplace E-Learning: Epistemology, Ontology and Pedagogy develops and discusses a socio-cultural sensitivity taxonomy for the socio-culturally based research and study of workplace e-learning. It focuses on the 'what if' and 'why' of workplace e-learning as groundwork for more relevant, meaningful, and applicable workplace adult education and training from workplace e-learning.

This volume investigates a number of issues needed to develop a modular, effective, versatile, cost effective, pedagogically-embedded, user-friendly, and sustainable online laboratory system that can deliver its true potential in the national and global arenas. This allows individual researchers to develop their own modular systems with a level of creativity and innovation while at the same time ensuring continuing growth by separating the responsibility for creating online laboratories from the responsibility for overseeing the students who use them. The volume first introduces the reader to several system architectures that have proven successful in many online laboratory settings. The following chapters then describe real-life experiences in the area of online laboratories from both technological and educational points of view. The volume further collects experiences and evidence on the effective use of online labs in the context of a diversity of pedagogical issues. It also illustrates successful online laboratories to highlight best practices as case studies and describes the technological design strategies, implementation details, and classroom activities as well as learning from these developments. Finally the volume describes the creation and deployment of commercial products, tools and services for online laboratory development. It also provides an idea about the developments that are on the horizon to support this area.

Managing E-Learning Strategies: Design, Delivery, Implementation an Evaluation provides readers with a broad understanding of the emerging field of e-learning and also advises readers on the issues that are critical to the success of a meaningful e-learning environment. It walks you through the various factor critical to developing, evaluating and implementing e-learning. Throughout the book critical e-learning factors are presented as questions that readers can assess themselves when planning, designing, evaluating and implementing e-learning modules, courses and programs. ""Managing E-Learning Strategies: Design Delivery, Implementation and Evaluation"" not only introduces the important issues in e-learning, but can be used as a workbook to design, develop and implement e-learning in academic, corporate, government and other settings.

This book provides an up-to-date study of technical, pedagogical and managerial issues in Web-based learning. The successful application of Web-based learning provides enhancements in workforce performance, helps to lower costs, and encourages innovation for Web-based and distance learning.It presents a selection of 20 refereed papers given at the First International Conference on Web-Based Learning from over 70 submissions by academic researchers and industry developers from 19 different countries. It provides an excellent resource for students, researchers and practitioners involved in Web-based learning.The proceedings have been selected for coverage in:* Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings)* Index to Social Sciences & Humanities Proceedings (R) (ISSHP (R) / ISI Proceedings)* Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings)

This volume examines the many aspects of the integration of ICT into the school of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age.

This This book is open access under a CC BY 4.0 license.This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry.

Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. Project Management Approaches for Online Learning Design boldly focuses on this unique area of virtual learning by adopting a theoretical point of view and discussing the planning, organising, securing and managing of resources to bring about the successful completion of online learning goals and objectives. This reference source brings together project management based approaches with an exclusive focus on each online learning design project.

Collaborative Networks A Tool for Promoting Co-creation and Innovation The collaborative networks paradigm offers powerful socio-organizational mec- nisms, supported by advanced information and communication technologies for p- moting innovation. This, in turn, leads to new products and services, growth of better customer relationships, establishing better project and process management, and building higher-performing consortia. By putting diverse entities that bring different perspectives, competencies, practices, and cultures, to work together, collaborative networks develop the right environment for the emergence of new ideas and more efficient, yet practical, solutions. This aspect is particularly important for small and medium enterprises which typically lack critical mass and can greatly benefit from participation in co-innovation networks. However, larger organizations also benefit from the challenges and the diversity found in collaborative ecosystems. In terms of research, in addition to the trend identified in previous years toward a sounder consolidation of the theoretical foundation in this discipline, there is now a direction of developments more focused on modeling and reasoning about new c- laboration patterns and their contribution to value creation. "Soft issues," including social capital, cultural aspects, ethics and value systems, trust, emotions, behavior, etc. continue to deserve particular attention in terms of modeling and reasoning. Exploi- tion of new application domains such as health care, education, and active aging for retired professionals also help identify new research challenges, both in terms of m- eling and ICT support development.

This book brings together formally disparate literatures and debates on disability and technology in a way that captures the complex interplay between the two. Drawing on disability studies, technology studies and clinical studies, the book argues that interdisciplinary insights together provide a more nuanced and less stylized picture of the benefits and barriers in disability and technology. Drawing on a breadth of empirical studies from across the globe, a picture emerges of the complex and multi-directional interplay of technology and disability. Technology is neither inherently enabling or disabling but fundamentally shaped by the social dynamics that shape their design, use and impact.

Like previous volumes in the "Educational Innovation in Economics and Business" series, this one is genuinely international in terms of its coverage. It reflects the worldwide interest in, and commitment to, innovation in business education with a view to enhancing the learning experience of both undergraduates and postgraduates. It should prove of value to anyone engaged directly in business education.

The flipped classroom methodology is one of the latest innovations in the field of education, challenging traditional notions of the classroom experience. Applying this methodology to language learning has the potential to further engage students and drive their understanding of key concepts. Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom explores the latest educational technologies and web-based learning solutions for effective language learning curricula. Featuring emergent research on critical topics and innovations in the field of education, this publication is an essential resource for educators, administrators, instructional designers, pre-service teachers, and researchers in the field of education.

The technical resources, budgets, curriculum, and profile of the student body are all factors that play in implementing course design. Learning management systems administrate these aspects for the development of new methods for course delivery and corresponding instructional design. Learning Management Systems and Instructional Design: Best Practices in Online Education provides an overview on the connection between learning management systems and the variety of instructional design models and methods of course delivery. This book is a useful source for administrators, faculty, instructional designers, course developers, and businesses interested in the technological solutions and methods of online education.

New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined, which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes.

This book presents research and developments in the virtual, augmented technology and mixed-reality used in language learning and teaching. It provides the readers with a comprehensive overview of contextual language learning with the support of immersive technology. From theoretical foundations, methodological issues, the features of virtual and augmented reality, and educational practices of language learning, to the future of immersive technology for and research on language learning. During the past two decades, abundant research on different realities has recognized the potential of language learning in virtual, augmented, and mixed-reality environments (Wang et al., 2020; Lin & Lan, 2015). Given insufficient studies of Chinese learning in immersive contexts reported in existing literature, this book includes several excellent studies about using immersive technologies for Chinese learning in addition to other foreign langue learning, such as English as a foreign language (EFL). Since learning Chinese has grown significantly as a global trend, the authors vitally consolidate and synthesize various theoretical foundations, visions, and recent research and practices in the context of Chinese teaching from broader and more diverse perspectives. On the other hand, the chapters about EFL learning also shed light on the research on contextual language learning. Thus, the chapters included in this book will likely provide readers with a deep and extensive understanding of the potential of the smart combination of immersive technologies and language learning. More issues for future research will undoubtedly be inspired by reading the chapters in this book.

What does best practice in online education look like? How can educators make use of the affordances offered by online environments to bring out the best in the children they teach? These questions are answered in this new textbook, written with experienced teachers, novice educators and teacher educators in mind. Meskill and Anthony offer a wealth of examples of what successful online teaching looks like, and provide a rich source of practical, conversation-based strategies for optimizing online learning. This book will inspire anyone teaching or planning to teach fully online, or in a blended or hybrid format, by demonstrating how well constructed online conversations constitute powerful teaching.

This book identifies elements in industrial training programs incorporating advanced educational technology that could be appropriately transferred to the secondary school environment. New didactic concepts for developing key qualifications through technology education programs using advanced educational technology in innovative integrative situations are explained from educational, technological, engineering, and management perspectives. The target of the work is to develop integrated learning situations suitable for secondary schools and teacher education, as well as for university-level technology, teacher education, and engineering programs. The book is based on a NATO Advanced Research Workshop held within the NATO Special Programme on Advanced Educational Technology.

The main idea of this book is that to comprehend the instructional potential of simulation and to design effective simulation-based learning environments, one has to consider both what happens inside the computer and inside the students' minds. The framework adopted to do this is model-centered learning, in which simulation is seen as particularly effective when learning requires a restructuring of the individual mental models of the students, as in conceptual change. Mental models are by themselves simulations, and thus simulation models can extend our biological capacity to carry out simulative reasoning. For this reason, recent approaches in cognitive science like embodied cognition and the extended mind hypothesis are also considered in the book. A conceptual model called the "epistemic simulation cycle" is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.

Together, the words technology and assessment have different meaning for different people. Those who work with educational or instructional technology take these words to mean assessing the impacts of technology on teaching and learning. Test developers and psychometricians, however, consider ways in which computer-based technologies can be used to enhance current approaches to student assessment. This book examines technology and assessment from both perspectives by examining past, current and promising methodologies and applications in both fields. The influences instructional uses of technology and the increasing reliance on testing to gauge student and school performance have on one another are also explored. The book concludes by describing an organizational structure that could bring instructional applications of technology and assessment practices into closer alignment.

Technology has defined and continues to redefine education, particularly in the realm of distance education where tools for virtual collaboration are critical to successful teaching and learning. Technologies Shaping Instruction and Distance Education: New Studies and Utilizations offers insight into evolving methodologies and tools impacting education in the 21st century. Investigations of topics such as Web-based forums, multimedia tools and mobile e-learning benefit students, educators, and researchers who develop and use new pedagogical technologies and techniques.

This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.

This book addresses main issues concerned with the future learning, learning and academic analytics, virtual world and smart user interface, and mobile learning. This book gathers the newest research results of smart learning environments from the aspects of learning, pedagogies, and technologies in learning. It examines the advances in technology development and changes in the field of education that has been affecting and reshaping the learning environment. Then, it proposes that under the changed technological situations, smart learning systems, no matter what platforms (i.e., personal computers, smart phones, and tablets) they are running at, should be aware of the preferences and needs that their users (i.e., the learners and teachers) have, be capable of providing their users with the most appropriate services, helps to enhance the users' learning experiences, and to make the learning efficient.

The authors combine relevant and cutting-edge information on existing and future use of videoconferencing technology in the field of education.

Learning and Instructional Technologies for the 21st Century gathers research which identify models and approaches to improve learning through the inclusion of technology. These papers, from leading researchers and thinkers in instructional technology, begin by refuting the idea that education can be improved through more or better technology. Instead, the contributors emphasize specific, research-based ideas, which re-evaluate learning, reorganize schools, redirect technology, and provide instruction.

Acknowledging the critical role of technology, these contributions explore technology's main advantage--its ability to enable advanced learning designs and emerging paradigms as well as to evolve learning interactions. While each paper explores a specific aspect of the role of technology, the collection shares this common theme. Without sufficient consideration to the process of learning and its many facets, technological availability alone will not provide a sustained impact on the educational process.

Originating from the first AECT Research Symposium, Learning and Instructional Technologies for the 21st Century will be of interest to researchers and practitioners alike.

Designing for Learning in Networked Learning Environments is of interest to researchers and students, designers, educators, and industrial trainers across various disciplines including education, cognitive, social and educational psychology, didactics, computer science, linguistics and semiotics, speech communication, anthropology, sociology and design.

Computer Support for Collaborative Learning (CSCL) is a genuinely interdisciplinary field that strives to create a better understanding of collaborative learning that is mediated by a diverse set of computational technologies. The theme of CSCL 2003 "Designing for Change in Networked Learning Environments" reflects a commitment to influence educational practice in times of the Internet. The contributions in this volume include discussions on knowledge building, designing and analysing group interaction, design of collaborative multimedia and 3D environments, computational modelling and analysis, software agents, and much more.

Education plays a vital role in the positive development of communities at both a local and global level. By becoming more informed, citizens can make better contributions to society. Open and Distance Learning Initiatives for Sustainable Development is a critical reference source for emerging academic perspectives on the role of higher education programs in contemporary society. Including a range of pertinent topics such as mobile learning, environmental education, and community building, this book is ideally designed for educators, researchers, students, and professionals interested in the intersection between sustainable development and education.